Lesson 28 - UnboundEd
Lesson 28
Basic Code
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Segment words into phonemes by tapping one finger for each phoneme and then blend the phonemes together to form one-syllable words (RF.1.2d) Orally produce words with various vowel and consonant sounds by blending the sounds (RF.1.2b) Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) With purpose and understanding, read decodable text in the story “Which is the Best?” that incorporates the letter-sound correspondences taught in one-syllable words (RF.1.4a) Use phonics skills in conjunction with context while reading the story “Which is the Best?” to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
Ask and answer questions about the story “Which is the Best?”, orally and in writing, requiring literal recall and understanding of the details and facts of a fiction text read independently (RL.1.1) Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (L.1.2e) Describe people, places, things, and events from the story “Which is the Best?” with relevant details, expressing ideas and feelings clearly. (SL.1.4) Produce complete sentences orally and in writing (SL.1.6) Identify and use end punctuation, including periods, question marks, and exclamation points in writing (L.1.2b) Read Tricky Words taught thus far (RF.1.3g)
At a Glance Warm-Up
Exercise
Reading Time
Partner Reading: “Which is the Best?”
Reviewing the Story
Story Questions Worksheet: “Which is the Best?”
Practice Take-Home Material
Materials
Minutes
Blending and Segmenting
10 Snap Shots
15
pencils; Worksheet 28.1
15
Tricky Word Jump
flash cards with Tricky Words taught so far
20
Reading Practice
Worksheet 28.2
*
Unit 1 | Lesson 28 189 © 2013 Core Knowledge Foundation
Advance Preparation For the Tricky Word Jump activity, you will need to prepare flash cards with the Tricky Words reviewed so far. If you have posted Tricky Words on a word wall, you can remove the cards for this activity. You should have at least as many cards as there are students in your class. You can make two cards for some words if needed.
Warm-Up
10 minutes Blending and Segmenting • Follow the instructions in Lesson 1.
For blending
For segmenting
1.
tree (3)
/t/ /r/ /ee/
2.
hope (3)
/h/ /oe/ /p/
3.
tell (3)
/t/ /e/ /l/
4.
ring (3)
/r/ /i/ /ng/
5.
birds (4)
/b/ /er/ /d/ /z/
6.
flash (4)
/f/ /l/ /a/ /sh/
7.
pluck (4)
/p/ /l/ /u/ /k/
8.
drop (4)
/d/ /r/ /o/ /p/
Reading Time
15 minutes
Partner Reading: “Which is the Best?” Introducing the Story • Ask students to turn to the table of contents and find the title “Which is the Best?” Ask students, “Who can tell me the question word in this title?” (which)
Page 40
• Tell students that in today’s story, we will hear about some of the places where Beth went sightseeing. Explain that sightseeing is when a person is visiting a new place, and they go to the popular sights. In New York City, for example, people may go to see the Statue of Liberty or the Empire State Building while sightseeing. • Beth and Nat and their moms see the sights in London, a busy city, and also see Stonehenge, a famous site of tall stones stacked on top of each other.
190 Unit 1 | Lesson 28 © 2013 Core Knowledge Foundation
Previewing the Spellings • You may wish to preview the following spellings before reading today’s story:
‘ff’ > /f/
‘ck’ > /k/
stuff puff
stick rock
• You may also wish to preview the Tricky Words all and of. Purpose for Reading • Ask students, “What do you think this title means?” Tell students to read the story carefully with a partner to find out the answer to Beth’s question. Wrap-Up • Use the following discussion questions to guide your conversation about the story.
Discussion Questions on “Which is the Best?” 1.
Literal How did they get to their spot for the snap shot? (They ran up a bunch of steps.)
2.
Inferential What does it mean to huff and puff? (It means to breathe heavily after exercising.)
3.
Inferential Why do Beth’s mom and Nat’s mom end up huffing and puffing? (Answers may vary.)
4.
Literal Who took the first snap shot? (Beth’s mom took the first snap shot.)
5.
Inferential Why is Nat like a rock in the second snap shot? (He is pretending to be one of the rocks in Stonehenge.)
6.
Evaluative Which snap shot do you like the best? Why? (Answers may vary.)
Reviewing the Story
15 minutes
Story Questions Worksheet: “Which is the Best?” • Distribute Worksheet 28.1. • Explain to students that the worksheet has questions about the story “Which is the Best?” • Have students reread the story and answer the questions. Remind students to write complete sentences. Worksheet 28.1
• Review the worksheet as a class.
Unit 1 | Lesson 28 191 © 2013 Core Knowledge Foundation
Practice
20 minutes Tricky Word Jump • Show the flash cards to students, one at a time, and have students read the words as a group. • Distribute the cards to students, one card per student, and have each student read the word on his or her card. • Ask students to sit on the floor. • Explain that you will say one of the Tricky Words and that you want the student with that Tricky Word to jump up, show the card, and say a phrase or sentence with his or her word. • Say the first word and ask the student who jumped up to say a phrase or sentence with his or her word. • Repeat with the remaining Tricky Words. • Extension: Have students tell a story that contains the Tricky Words. Each student should say one sentence of the story, making sure to use his or her Tricky Word.
Take-Home Material Reading Practice • Have students take Worksheet 28.2 home so they can practice reading with a family member.
192 Unit 1 | Lesson 28 © 2013 Core Knowledge Foundation
Basic Code
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Segment words into phonemes by tapping one finger for each phoneme and then blend the phonemes together to form one-syllable words (RF.1.2d) Orally produce words with various vowel and consonant sounds by blending the sounds (RF.1.2b) Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) With purpose and understanding, read decodable text in the story “Which is the Best?” that incorporates the letter-sound correspondences taught in one-syllable words (RF.1.4a) Use phonics skills in conjunction with context while reading the story “Which is the Best?” to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
Ask and answer questions about the story “Which is the Best?”, orally and in writing, requiring literal recall and understanding of the details and facts of a fiction text read independently (RL.1.1) Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (L.1.2e) Describe people, places, things, and events from the story “Which is the Best?” with relevant details, expressing ideas and feelings clearly. (SL.1.4) Produce complete sentences orally and in writing (SL.1.6) Identify and use end punctuation, including periods, question marks, and exclamation points in writing (L.1.2b) Read Tricky Words taught thus far (RF.1.3g)
At a Glance Warm-Up
Exercise
Reading Time
Partner Reading: “Which is the Best?”
Reviewing the Story
Story Questions Worksheet: “Which is the Best?”
Practice Take-Home Material
Materials
Minutes
Blending and Segmenting
10 Snap Shots
15
pencils; Worksheet 28.1
15
Tricky Word Jump
flash cards with Tricky Words taught so far
20
Reading Practice
Worksheet 28.2
*
Unit 1 | Lesson 28 189 © 2013 Core Knowledge Foundation
Advance Preparation For the Tricky Word Jump activity, you will need to prepare flash cards with the Tricky Words reviewed so far. If you have posted Tricky Words on a word wall, you can remove the cards for this activity. You should have at least as many cards as there are students in your class. You can make two cards for some words if needed.
Warm-Up
10 minutes Blending and Segmenting • Follow the instructions in Lesson 1.
For blending
For segmenting
1.
tree (3)
/t/ /r/ /ee/
2.
hope (3)
/h/ /oe/ /p/
3.
tell (3)
/t/ /e/ /l/
4.
ring (3)
/r/ /i/ /ng/
5.
birds (4)
/b/ /er/ /d/ /z/
6.
flash (4)
/f/ /l/ /a/ /sh/
7.
pluck (4)
/p/ /l/ /u/ /k/
8.
drop (4)
/d/ /r/ /o/ /p/
Reading Time
15 minutes
Partner Reading: “Which is the Best?” Introducing the Story • Ask students to turn to the table of contents and find the title “Which is the Best?” Ask students, “Who can tell me the question word in this title?” (which)
Page 40
• Tell students that in today’s story, we will hear about some of the places where Beth went sightseeing. Explain that sightseeing is when a person is visiting a new place, and they go to the popular sights. In New York City, for example, people may go to see the Statue of Liberty or the Empire State Building while sightseeing. • Beth and Nat and their moms see the sights in London, a busy city, and also see Stonehenge, a famous site of tall stones stacked on top of each other.
190 Unit 1 | Lesson 28 © 2013 Core Knowledge Foundation
Previewing the Spellings • You may wish to preview the following spellings before reading today’s story:
‘ff’ > /f/
‘ck’ > /k/
stuff puff
stick rock
• You may also wish to preview the Tricky Words all and of. Purpose for Reading • Ask students, “What do you think this title means?” Tell students to read the story carefully with a partner to find out the answer to Beth’s question. Wrap-Up • Use the following discussion questions to guide your conversation about the story.
Discussion Questions on “Which is the Best?” 1.
Literal How did they get to their spot for the snap shot? (They ran up a bunch of steps.)
2.
Inferential What does it mean to huff and puff? (It means to breathe heavily after exercising.)
3.
Inferential Why do Beth’s mom and Nat’s mom end up huffing and puffing? (Answers may vary.)
4.
Literal Who took the first snap shot? (Beth’s mom took the first snap shot.)
5.
Inferential Why is Nat like a rock in the second snap shot? (He is pretending to be one of the rocks in Stonehenge.)
6.
Evaluative Which snap shot do you like the best? Why? (Answers may vary.)
Reviewing the Story
15 minutes
Story Questions Worksheet: “Which is the Best?” • Distribute Worksheet 28.1. • Explain to students that the worksheet has questions about the story “Which is the Best?” • Have students reread the story and answer the questions. Remind students to write complete sentences. Worksheet 28.1
• Review the worksheet as a class.
Unit 1 | Lesson 28 191 © 2013 Core Knowledge Foundation
Practice
20 minutes Tricky Word Jump • Show the flash cards to students, one at a time, and have students read the words as a group. • Distribute the cards to students, one card per student, and have each student read the word on his or her card. • Ask students to sit on the floor. • Explain that you will say one of the Tricky Words and that you want the student with that Tricky Word to jump up, show the card, and say a phrase or sentence with his or her word. • Say the first word and ask the student who jumped up to say a phrase or sentence with his or her word. • Repeat with the remaining Tricky Words. • Extension: Have students tell a story that contains the Tricky Words. Each student should say one sentence of the story, making sure to use his or her Tricky Word.
Take-Home Material Reading Practice • Have students take Worksheet 28.2 home so they can practice reading with a family member.
192 Unit 1 | Lesson 28 © 2013 Core Knowledge Foundation
